0 valutazioniIl 0% ha trovato utile questo documento (0 voti)
205 visualizzazioni1 pagina
IEP Goals Name Student E Student R Student T Student V. Iep Goals are based on a Student's ability to read and write at grade level. Reading-Phonics Goal (RF3): he will be able to decode words in grade-level texts at grade level (baseline: consonant blends 30%, vowel teams 0%, consonant digraphs 0%, r-controlled words 0%) Behavior-Work Habits goal: she will
IEP Goals Name Student E Student R Student T Student V. Iep Goals are based on a Student's ability to read and write at grade level. Reading-Phonics Goal (RF3): he will be able to decode words in grade-level texts at grade level (baseline: consonant blends 30%, vowel teams 0%, consonant digraphs 0%, r-controlled words 0%) Behavior-Work Habits goal: she will
IEP Goals Name Student E Student R Student T Student V. Iep Goals are based on a Student's ability to read and write at grade level. Reading-Phonics Goal (RF3): he will be able to decode words in grade-level texts at grade level (baseline: consonant blends 30%, vowel teams 0%, consonant digraphs 0%, r-controlled words 0%) Behavior-Work Habits goal: she will
Recording for Verbatim Reading of Entire Test 2-A: Scribe 2-H: Monitor Test Response 3-A: Extended Time (time and a half) 3-B: Multiple or Frequent Breaks 4-A: Reduce Distractions to the Student 4-B: Reduce Distractions to Other Students 1-F: Human Reader or Audio Recording for Verbatim Reading of Entire Test 2-A: Scribe 3-A: Extended Time (Time and a half) 4-A: Reduce Distractions to the Student
2-H: Monitor Test Response
2-M: Graphic Organizers 3-A: Extended Time time (Time and a half) 4-A: Reduce Distractions to the Student
1-O: Visual Cues
1-F: Human Reader or Audio Recording for Verbatim Reading of Entire Test 3-A: Extended Time (Time and a half) 3-B: Multiple or Frequent Breaks 4-A: Reduce Distractions to the Student
Reading-Sight Word Goal (1.C.2): she will be able to read
grade-level text accurately (baseline 28%) Reading-Phonics Goal (1.B.2): She will be able to decode words in grade-level texts at grade level (baseline: consonant blends 30%, CVCe 0%, vowel teams 0%, r-controlled 0%) Behavior-Work Habits Goal: she will increase her on task behavior (baseline 43%) Behavior-Impulsivity Goal: She will decrease her impulsive behaviors with self-management skills and increase her positive peer and pro-social interactions (baseline 37%) Reading-Letter Sounds Goal (1.B.1): he will be able to identify letters and corresponding sounds at grade level (baseline 59%). Reading-Sight Word Goal (1.C.2): he will be able to read grade-level text accurately (baseline 27%) Reading-Phonics Goal (1.B.2): he will be able to decode words in grade-level texts at grade level (baseline: CVCe 0%, vowel teams 0%, consonant digraphs 0%, r-controlled words 0%) Reading-Phonics goal (RF3): he will be able to read and apply grade level phonics and word analysis skills in decoding words (baseline 12%) Reading-Comprehension Goal (RL2): he will be able to recount stories, including fables, folktales, and myths from diverse culture; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text after hearing the text being presented orally to him (listening comprehension baseline 25%) Behavior-Work Habits/On Task Goal: He will increase his on task behavior (baseline 38%) Reading-Phonics goal: (RF3) he will be able to read and apply grade level phonics and word analysis skills in decoding words. Reading-Fluency Goal (RF4): he will read with sufficient accuracy and fluency to support comprehension (baseline 48%) Behavioral Goal: He will use management/ coping strategies in order to manage his emotions.